characteristics of intelligent behavior
DESCRIPTION
MED/560 Intelligent behaviorTRANSCRIPT
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CHARACTERISTICS OF INTELLIGENT
BEHAVIOR STUDENT: PAULETTE WALLIS
PROFESSOR: SCOTT BREWER
UNIVERSITY OF PHOENIX
FOR: MED/560
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INTELLIGENT BEHAVIOR
• The Free Dictionary Medical-Dictionary defines intelligent behavior as: “the potential ability to acquire, retain, and apply experience, understanding, knowledge, reasoning, and judgment in coping with new experiences and in solving problems”
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NEW SITUATION? DRAW ON LEARNED KNOWLEDGE AND APPLY IT
• For each new concept learned in the classroom students need to be able to apply it to “real world” situations.
• By using critical thinking skills students can learn to apply newly gained, and draw upon past knowledge, for daily interactions and application.
• Allow students new ways to experience the knowledge application, such as case studies, simulation, role playing, etc.
• Students should be given ample time to practice the new knowledge and skills
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EXAMPLE AND SUPPORT
Simulation laboratory
* Allows students to practice learned skill, such as chest auscultation for breath sounds
* Allows students to refine a skill, such as maintaining a sterile field
Case Studies
* Allows students to using critical thinking of cause and effect of nursing actions
Concept mapping
* Allows students to graph out a disease process from diagnosis to treatment
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FIND THE HUMOR
• Humor allows both a physical and a psychological release
• Promotes higher function thinking
• Young children and adolescents often find humor in socially inappropriate things (i.e. “Fart” jokes, racial or culturally incorrect, etc)
• Older adolescents and young adults will use humor as a creative outlet for problem solving
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EXAMPLE AND SUPPORT
Using humor anecdotes to relay serious concepts
*Telling “no kidding there I was…” stories in relation to the situation
*Finding the humor in any situation
Using jokes, or humor, to deliver materials
*Give information in silly mnemonics (Arterial Blood Gases and see-saws –n- elevators)
*Allow students to make poems/haikus of diagnosis
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CREATIVITY, IMAGINATION, AND INNOVATION
• Encourage students to move from “can’t” thinking to “can” thinking
• Encourage students to think “outside the box”
• When having to criticize the work of a student ensure the student understands it is the work, not the student themselves or the effort put into the project, that is being criticized.
• Students need to learn the value of their own intuition, their “gut”, in regards to knowledge application
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EXAMPLE AND SUPPORT
Self expression
* Allow students to be creative in their expression of an idea
Thought provoking
* Ask open ended questions that require a student to think beyond a simple “yes/no” answer
Praise and encourage often
* Instead of telling a student they are wrong point out the positive and guide towards the correct response, allowing the student to think it through
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EMPATHETIC LISTENING
• Being able to see something from another's point of view is the peak of intelligent behavior
• Assists with conflict resolution as empathy is the antithesis of egoism
• Is a skill that will be needed in “real life” in every day meetings such as board meetings, city council meetings, community meetings, etc
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EXAMPLE AND SUPPORT
Class “town hall” meeting
* Allow students to have a “town hall” meeting to debate a need, such as capping ceremony
* After completing a chapter have students hold a debate with half the class being for and the other against a treatment side
Think tanks
* Present something that needs changing within the classroom/laboratory and have students brain storm potential solutions to present to the administrator
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IMPULSE MANAGEMENT
• A skill students need to develop the skill of thinking before reacting to a situation
• Affects problem solving
• For those unable to control impulsive behavior their problem solving abilities decrease dramatically
• Research has noted that the stability of a persons emotional health is a direct predictor of the individuals personal success in the workplace
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EXAMPLE AND SUPPORTThink before you speak
* Students must raise hand before being able to answer a question
* Ignore the student who yells out an answer, if behavior is repeated student is removed from classroom for a period of time until able to follow rules
Waiting for turn in line
* Students cannot crowd around an area, they must stand in line quietly and wait their turn
* If student unable to stand in line and wait until their turn they are removed and unable to participate in activity
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TIE IT IN A BOW
• Always keep in mind that as en educator your students will be looking up to you to set the example.
• Have fun with classes, make them enjoyable, spark thinking and application.
• Model the behaviors you want your student to emulate; do not be a “do as I say not as I do” instructor
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REFERENCES
• Intelligent Behavior. (n.d.). In Medical Dictionary. Retrieved from medical-dictionary.thefreedictionary.com
• Kellough, R. D., & Kellough, N. G. (2011). Mastery Learning and Differentiated Instruction. In Secondary School Teaching: A Guide to Methods and Resources (4th ed. (pp. 302-326). [eBookPDF]. Retrieved from https://portal.phoenix.edu/classroom/coursematerials/med_560/20131210/OSIRIS:45969667