Multiple Intelligence Theory and Social Cognitive Theory Part A Many student characteristics can assist or hinder students getting into flow in the classroom. Multiple Intelligence Theory tells us that students are able to present different types of sociocognitive assets. Not all students will be able to become experts in rote memorization, for example, even though that approach to learning has been prevalent in the traditional forms of curriculum for centuries. Instead, Gardner (1999) has presented a theory which argues that students will be better served by the use of different methodologies, exercises and activities which tap into each student’s personal abilities. Flow theory tells us that students are the most happy and productive...The end:
.....resentation. When students are able to reflect on their progress, they are building self-efficacy through personal influences, and create new ways of addressing their own personal challenges. Finally, when students explore new ways to apply what they have learned, they integrate all of their environmental, behavioural, and personal influences to create new forms of personal educational development over the long term.References Csikszentmihalyi, M. 1996. Creativity: Flow and the Psychology of Discovery and Invention. New York: Harper Perennial. Gardner, H. 1999. Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books. Woolfolk, A., Walkup, V., & Hughes, M. 2008. Psychology in Education. Toronto: Pearson.