Professional Documents
Culture Documents
Requirements:
Conduct of Symposium/Health Teaching Creation of IEC Materials Individual Reports
Health Education
Is a process concerned with designing implementing and evaluating educational programs that enables families, groups, organizations and communities to play active role in achieving, protecting and sustaining health.
Health education is the process by which individuals and group of people learn to Promote Maintain Restore health. Education for health begins with people as they are, with whatever interests they may have in improving their living conditions.
Health Education
Health education is also defined as any combination of learning experiences designed to facilitate voluntary adaptation of behavior conducive to health. Benefits of Effective Patient Education
Increase consumer satisfaction Improve quality of life Ensure continuity of care Decrease patient anxiety Effectively reduce the incidence of complications of illness Promote adherence to healthcare treatment plans Maximize independence Energize and empower consumers
What is EDUCATION?
EDUCATION as the broad umbrella process
includes the act of teaching and instruction.
ASSURE Model
Obstacle to LEARNING
The stress of acute and chronic illness, sensory deficits and low literacy The negative influence of the environment Lack of time to learn due to rapid discharge Personal characteristics of learner Lack of support and on going reinforcement Denial of learning needs anxiety, hospital
patients
positive
R.A 9173
Role
is defined as a function, responsibility, job, task, position or behavior that includes accountability and responsibility. As a teacher, the nurse performs multiple roles as a manger, facilitator, a source of motivation and inspoiration, an agent for social change, role model, and resource person.
Heidgerken defined the role function of the nurse educator as the; Instructional role
Planning and organizing course Creating and maintaining a desirable group climate Adopting teaching method and preparing instructional
Autonomy
Veracity
Non Malificence
Beneficence
Confidentiality
Justice
Interpretations
2. Brain hemispheres: Many men are sharply left-brain dominant, while women tend to be more evenly balanced between left and right-brain processing. Women are therefore thought to be slightly more intuitive, and sometimes better communicators. Men are often less socially adept, and are more taskoriented thinkers than females. 3. Relationships: Women are purported to have better communication skills and emotional intelligence than men. Women tend to be group-oriented, and apt to seek solutions by talking through issues. Men can have trouble picking up on emotional cues unless theyre clearly verbalized making for tricky communications between the sexes.
Quiz No.1
How do the environment and the internal environment influence learning? What motivates you to learn? Rate your learning acquisition during your first year up to the present. Use the scale of 0 to 100%. Depend your answer. How important is the teacher factor in learning. Cite an example.
I am satisfied with knowing the major ideas without the details. In class, I get irritated if mistakes are not corrected.
Too many details tend to confuse me. I like studying grammar. I prefer detailed answers to short answers. 1,3,4,6,11,13,14 analytic / 2,5,7-10,12 global
Global Learners
Analytic Learners
Female Learner
Male Learner
Learning Environment
The role of the educator is not primarily to teach, but to promote learning and to provide for an environment conducive to learning
CMO 14 S. of 2009
Barriers to Education
Lack of time Lack of preparation nurse to teach Personal characteristics of nurse as a teacher Low priority given to patient Lack of space and privacy Many nurses and other healthcare personnel are traditionally ill prepared to teach. Personal characteristics of the nurse educators Lack of space and privacy in various environment
Obstacle to LEARNING
The stress of acute and chronic illness, sensory deficits and low literacy The negative influence of the environment Lack of time to learn due to rapid discharge Personal characteristics of learner Lack of support and on going reinforcement Denial of learning needs anxiety, hospital
patients
positive
S: Select/survey/scan
Select a reasonable chunk of material to study Survey the headings, graphics, pre- and post questions to get an overview Scan the text for keywords and vocabulary: mark what you dont understand
E: Evaluate/examine/explore:
Evaluate your grades on tests and tasks: look for a pattern Examine your progress: toward achieving your goals Explore options: with a teacher, support professional, tutor, parent if you are not satisfied.
Theories of Learning
Learning is a relatively relative permanent change in mental processing, emotional functioning, and or behavior as a result of experience. It is a lifelong dynamic process by which individual acquire new knowledge or skills and alter their thoughts, feelings, attitudes and actions.
one who has learned how to learn and change. "Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The
Theories of Learning
How Does Learning Occurs??
Learning occurs as the individual interacts with his/her environment and incorporates or applies new information or experience to what he/she knows or has learned. Learners also have their own way of taking in and processing information and the type, nature and level of motivation also affects learning.
Heredity provided the physical body to be developed with certain inherent capabilities while environment provides for the maturation and training of the organism. In 1940 Newman concluded that variations in I.Q. were determined about 68% by heredity and 32% by environment. During an individuals life time variation in I.Q. is due to environment, since the heredity cannot change. Improved nutrition health, an stimulus situations would account for this change. Environment of children ages 2 to 4 years appears to be critical since the child normally learns language at this time. Better homes, school, medical facilities, less economic discrimination. Provides a mean for achieving a mentally able population.
A person who bright or dull in childhood tends to remain bright or dull throughout his life. Growth I intelligence can continue through the early twenties, person achieves his maximum 10 at about 20 years are and remain stable till 10 years and decreases after that. Some abilities remain constant while others decline rapidly due to decline in physical efficiency. It is observed that the more intelligent person has more rapid of mental growth and continues to develop longer than does the mentally less able.
Jean Piaget
Cognitive development theory
Children "construct" their understanding of the world through their active involvement and interactions. Studied his 3 children to focus not on what they knew but how they knew it. Described children's understanding as their "schemas and how they use: assimilation accommodation.
Preoperation
Ages 2-7: the child uses metal representations of objects and is able to use symbolic thought and language
Concrete operations
Ages 7-11; the child uses logical operations or principles when solving problems
Formal operations
Ages 12 up; the use of logical operations in a systematic fashion and with the ability to use abstractions
Lev Vygotsky
Socio-Cultural Theory Agreed that children are active learners, but their knowledge is socially constructed. Cultural values and customs dictate what is important to learn. Children learn from more expert members of the society. Vygotsky described the "zone of proximal development", where learning occurs.
ced.ncsc.edu/hyy/devtheories.htm
Classical Conditioning
It all started with Ivan Pavlov and his study of the digestive system Research based on work with animals Wildly successful 1905 Nobel Prize Studied the automatic connection between food (meat) in the mouth and the flow of digestive juices
REQUIREMENTS
Student should submit a TERM PAPER before the end of the TERM on the following topic;
Teaching Methodologies Employed by CELTECH College Instructors Assessing the Instructors Behavior Towards Effective Learning
Moral of the story: Bullshit might get you to the top, but it wont keep you there.
Learning Theories
Is a coherent framework and set of integrated constructs and principles that describe, explain or predict how people learn, how learning occurs and what motivate people to earn and change. Teaching and learning techniques and strategies based on scientific studies and principles and assessment and evaluation techniques.
Learning Theories
Learning theory is a coherent and set of integrated construct and principles that describes, explains or predict how people learn, how learning occurs, and what motivates people to learn and change. Five MAJOR THEORIES used in patient Education; Behaviorist Cognitive Social learning Psychodynamic Humanistic
BEHAVIORALIST
Behaviorism is described as a developmental theory that measures observable behaviors produced by a learners response to stimuli. Responses to stimuli can be reinforced with positive or negative feedback to condition desired behaviors. Punishment is sometimes used in eliminating or reducing incorrect actions, followed by clarifying desired actions. Educational effects of behaviorism are key in developing basic skills and foundations of understanding in all subject areas and in classroom management. Behaviorism is a worldview that assumes a learner is essentially passive, responding to environmental stimuli. The learner starts off as a clean slate (i.e.tabula rasa) and behavior is shaped through positive reinforcement or negative reinforcement.
BEHAVIORALIST
Learning then is a result of the condition or the stimulus in the environment and the learners response that follows. S-R Model. Manipulate the environment to effect the desired change Motivation to change is brought about by the desire to reduce some drive or DRIVE REDUCTION For the behavior to be applied or transferred from the initial learning situation to other settings or circumstances is possible through practice or formation of habits.
BEHAVIORALIST
Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again. In contrast, punishment (both positive and negative) decreases the likelihood that the antecedent behavior will happen again. Positive indicates the application of a stimulus; Negative indicates the withholding of a stimulus. Learning is therefore defined as a change in behavior in the learner. Lots of (early) behaviorist work was done with animals (e.g. Pavlovs dogs) and generalized to humans.
Behavioralist
John B. Watson
Aspects of Watson's theory:
He opposed mentalistic concepts He used contiguity to explain learning He considered emotion to be just another example of classical conditioning. He rejected the notion of individual differences He thought complex behaviors came about through combinations of identifiable reflexes He was a chief proponent of "nurture" and believed that all human differences were the result of learning He believed that practice strengthens learning
Respondent Conditioning
Was the first type of learning to be discovered and studied within the behaviorist tradition. The major theorist in the development of classical conditioning is Ivan Pavlov, a Russian scientist trained in biology and medicine (as was his contemporary, Sigmund Freud). Pavlov was studying the digestive system of dogs and became intrigued with his observation that dogs deprived of food began to salivate when one of his assistants walked into the room. He began to investigate this phenomena and established the laws of classical conditioning. Skinner renamed this type of learning "respondent conditioning" since in this type of learning, one is responding to an environmental antecedent.
Major Concepts
Classical conditioning is Stimulus (S) elicits >Response (R) conditioning since the antecedent stimulus (singular) causes (elicits) the reflexive or involuntary response to occur. Classical conditioning starts with a reflex: an innate, involuntary behavior elicited or caused by an antecedent environmental event.
Major Concepts
In order to have classical or respondent conditioning, there must exist a stimulus that will automatically or reflexively elicit a specific response. This stimulus is called the Unconditioned Stimulus or UCS because there is no learning involved in connecting the stimulus and response. There must also be a stimulus that will not elicit this specific response, but will elicit an orienting response. This stimulus is called a Neutral Stimulus or an Orienting Stimulus.
Major Concepts
During conditioning, the neutral stimulus will first be presented, followed by the unconditioned stimulus. Over time, the learner will develop an association between these two stimuli (i.e., will learn to make a connection between the two stimuli.)
Major Concepts
After conditioning, the previously neutral or orienting stimulus will elicit the response previously only elicited by the unconditioned stimulus. The stimulus is now called a conditioned stimulus because it will now elicit a different response as a result of conditioning or learning. The response is now called conditioned response because it is elicited by a stimulus as a result of learning. The two responses, unconditioned and conditioned, look the same, but they are elicited by different stimuli and are therefore given different labels.
Systematic Desensitization
Systematic desensitization is a technique which is used to help people manage and eventually conquer phobias. It can be performed by a psychologist or psychotherapist or by a patient who is willing to invest energy in doing systematic desensitization at home. The goal of the treatment is to allow the patient to experience situations which would normally result in anxiety, fear, and stress without tension.
Systematic Desensitization
Operant Conditioning
Operant Conditioning is the term used Skinner to describe the effects consequences of a particular behavior future occurrence of that behavior. There types of Operant Conditioning: by B.F. of the on the are four
Positive Reinforcement, Negative Reinforcement, Punishment, and Extinction. Both Positive and Negative Reinforcement strengthen behavior while both Punishment and Extinction weaken behavior.
Positive Reinforcement
Reinforcement is a stimulus which follows and is contingent upon a behavior and increases the probability of behavior being repeated. Positive reinforcement can increase the probability of not only desirable behavior but also undesirable behavior.
For example, if a student whines in order to get attention
and is successful in getting it, the attention serves as positive reinforcement which increases the likelihood that the student will continue to whine.
Types of Reinforcement
Social Rein forcers: These are, reinforces which are socially mediated by teachers, parents, other adults, and peers which express approval and praise for appropriate behavior. Activity Rein forcers: Activity reinforces are very effective and positive for students. Allowing students to participate in preferred activities (such as games, computer time, etc.) is very powerful, especially if part of the reinforcement is being allowed to choose a classmate with whom to participate in the activity. This also provide social reinforcement from the partner.
Types of Reinforcement
Tangible Rein forcers: This category includes edibles, toys, balloons, stickers, and awards. Edibles and toys should be used with caution. Token Reinforcement: Token reinforcement involves awarding points or tokens for appropriate behavior. These rewards have little value in themselves but can be exchanged for something of value.
O A M E
Negative Reinforcement
Negative reinforcement is often, mistakenly, equated with punishment. Punishment is the application of aversive stimuli in order to reduce the chance of a behavior being repeated. Negative reinforcement is the removal of aversive stimuli in order to increase the probability of a behavior being repeated.
Negative Reinforcement
The concept of Negative Reinforcement is difficult to teach and learn because of the word negative. Negative Reinforcement is often confused with Punishment. They are very different, however. Negative Reinforcement strengthens a behavior because a negative condition is stopped or avoided as a consequence of the behavior.
Punishment, on the other hand, weakens a behavior because a negative condition is introduced or experienced as a consequence of the behavior.
Punishments
Punishment is used to help decrease the probability that a specific undesired behavior will occur with the delivery of a consequence immediately after the undesired response/behavior is exhibited. When people hear that punishment procedures are being used, they typically think that something wrong or harmful is being done but that is not necessarily the case. The use of punishment procedures have been used with both typical and atypical developing children, teenagers, elderly persons, animals, and people exhibiting different psychological disorders. There are two types of punishment: positive and negative, and it can be difficult to tell the difference between the two.
Positive Punishment
Positive Punishment works by presenting a negative consequence after an undesired behavior is exhibited, making the behavior less likely to happen in the future.
Negative Punishment
Negative Punishment happens when a certain desired stimulus/item is removed after a particular undesired behavior is exhibited, resulting in the behavior happening less often in the future.
Example
Driving in heavy traffic is a negative condition for most of us. You leave home earlier than usual one morning, and don't run into heavy traffic. You leave home earlier again the next morning and again you avoid heavy traffic. Your behavior of leaving home earlier is strengthened by the consequence of the avoidance of heavy traffic.
Cognitive Triad
Cognitive Triad
In the person-environment interaction, human beliefs, ideas and cognitive competencies are modified by external factors such as a supportive parent, stressful environment or a hot climate. In the person-behavior interaction, the cognitive processes of a person affect his behavior; likewise, performance of such behavior can modify the way he thinks. Lastly, the environment-behavior interaction, external factors can alter the way you display the behavior. Also, your behavior can affect and modify your environment. This model clearly implies that for effective and positive learning to occur an individual should have positive personal characteristics, exhibit appropriate behavior and stay in a supportive environment.
Gestalt Principles
Gestalt is also known as the "Law of Simplicity" or the "Law of Pragnanz" (the entire figure or configuration), which states that every stimulus is perceived in its most simple form. Gestalt theorists followed the basic principle that the whole is greater than the sum of its parts. In other words, the whole (a picture, a car) carried a different and altogether greater meaning than its individual components (paint, canvas, brush; or tire, paint, metal, respectively). In viewing the "whole," a cognitive process takes place the mind makes a leap from comprehending the parts to realizing the whole, We visually and psychologically attempt to make order out of chaos, to create harmony or structure from seemingly disconnected bits of information.
The Ground
This principle shows our perceptual tendency to separate whole figures from their backgrounds based on one or more of a number of possible variables, such as contrast, color, size, etc. A simple composition may have only one figure. In a complex composition there will be several things to notice. As we look from one to another they each become figure in turn.
What is Memory?
Memory refers to the processes that are used to acquire, store, retain and later retrieve information. There are three major processes involved in memory: encoding, storage and retrieval.
Sensory Memory Sensory memory is the earliest stage of memory. During this stage, sensory information from the environment is stored for a very brief period of time, generally for no longer than a halfsecond for visual information and 3 or 4 seconds for auditory information. We attend to only certain aspects of this sensory memory, allowing some of this information to pass into the next stage - short-term memory.
What is Memory?
Short-Term Memory
Short-term memory, also known as active memory, is the information we are currently aware of or thinking about. In Freudian psychology, this memory would be referred to as the conscious mind. Paying attention to sensory memories generates the information in short-term memory. Most of the information stored in active memory will be kept for approximately 20 to 30 seconds. While many of our short-term memories are quickly forgotten, attending to this information allows it to continue on the next stage - long-term memory.
What is Memory?
Long-Term Memory
Long-term memory refers to the continuing storage of information. In Freudian psychology, long-term memory would be call the preconscious and unconscious. This information is largely outside of our awareness, but can be called into working memory to be used when needed. Some of this information is fairly easy to recall, while other memories are much more difficult to access..
Reporters
Edelberto Puga ----- Respondent Conditioning Operant Conditioning J.K. Villamor ----- Cognitive Learning Theory Piaget and Bastable Villaluna Darlene --- Kolbs Learning Style Emeline Salas --- Gardners Seven Types of Intelligence
Edward L. Thorndike
Law of Readiness The Law of Readiness means a person can learn when physically and mentally adjusted (ready) to receive stimuli. Individuals learn best when they are ready to learn, and they will not learn much if they see no reason for learning. If trainees have a strong purpose, a clear objective and a sound reason for learning, they usually make more progress than trainees who lack motivation. When trainees are ready to learn, they are more willing to participate in the learning process, and this simplifies the instructor's job. If
Edward L. Thorndike
Law of Exercise
The Law of Exercise stresses the idea that repetition is basic to the development of adequate responses; things most often repeated are easiest remembered. The mind can rarely recall new concepts or practices after a single exposure, but every time it is practiced, learning continues and is enforced. The instructor must provide opportunities for trainees to practice or repeat the task. Repetition consists of many types of activities, including recall, review, restatement, manual drill and physical application. Remember that practice makes permanent, not perfect unless the task is taught correctly.
Edward L. Thorndike
Law of Effect
This law involves the emotional reaction of the learner. Learning will always be much more effective when a feeling of satisfaction, pleasantness, or reward accompanies or is a result of the learning process. Learning is strengthened when it is accompanied by a pleasant or satisfying feeling and that it is weakened when it is associated with an unpleasant experience. An experience that produces feelings of defeat, frustration, anger or confusion in a trainee is unpleasant. Instructors should be cautious about using negative motivation. Usually it is better to show trainees that a problem is not impossible, but is within their capability to understand and solve..
Edward L. Thorndike
Law of Primacy
This law states that the state of being first, often creates a strong, almost unshakeable impression. For the instructor, this means that what they teach the first time must be correct. If a subject is incorrectly taught, it must be corrected. It is more difficult to un-teach a subject than to teach it correctly the first time. For the trainees' first learning experience should be positive and functionally related to training.
Edward L. Thorndike
Law of Intensity
The principle of intensity states that if the stimulus (experience) is real, the more likely there is to be a change in behavior (learning). A vivid, dramatic or exciting learning experience teaches more than a routine or boring experience. A trainee will learn more from the real thing than from a substitute. Demonstrations, skits, and models do much to intensify the learning experiences of trainees.
Edward L. Thorndike
Things most recently learned are best remembered, while the things learned some time ago are remembered with more difficulty. It is sometimes easy, for example, to recall a telephone number dialed a few minutes ago, but it is usually impossible to recall a telephone number dialed a week ago. Review, warm-ups, and similar activities are all based on the principle that the more recent the exercise, the more effective the performance. Practicing a skill or new concept just before using it will ensure a more effective performance. Instructors recognize the law of recency when they plan a lesson summary or a conclusion of the lecture. Repeat, restate, or reemphasize important matters at the end of a lesson to make sure that trainees remember them instead of inconsequential details.
Law of Recency
Albert Bandura
Theory posits that people learn from
one another, via observation, imitation, and modeling. People learn through observing others behavior, attitudes, and outcomes of those behaviors. Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.
Albert Bandura
Four Operations involved in
Modelling:
A R R M
Albert Bandura
Four Operations involved in Modeling:
Attention various factors increase or decrease the amount of attention paid. Includes distinctiveness, affective valence, prevalence, complexity, functional value. Ones characteristics (e.g. sensory capacities, arousal level, perceptual set, past reinforcement) affect attention. Retention remembering what you paid attention to. Includes symbolic coding, mental images, cognitive organization, symbolic rehearsal, motor rehearsal Reproduction reproducing the image. Including physical capabilities, and self-observation of reproduction. Motivation having a good reason to imitate. Includes motives such as past (i.e. traditional behaviorism), promised (imagined incentives) and
Piaget hypothesized that infants are born with schemes operating at birth that he called "reflexes."
Piaget described two processes used by the individual in its attempt to adapt:
Assimilation
Accomodation
The process of changing cognitive structures in order to accept something from the environment.
Logical-Mathematical Intelligence--consists of the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Linguistic Intelligence-- involves having a mastery of language. This intelligence includes the ability to effectively manipulate language to express oneself rhetorically or poetically. It also allows one to use language as a means to remember information. Spatial Intelligence-- gives one the ability to manipulate and create mental images in order to solve problems. This intelligence is not limited to visual domains-- Gardner notes that spatial intelligence is also formed in blind children.
Gardner defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural setting" (Gardner & Hatch, 1989). Using biological as well as cultural research, he formulated a list of seven intelligences. This new outlook on intelligence differs greatly from the traditional view which usually recognizes only two intelligences, verbal and computational. The seven intelligences Gardner defines are:
Musical Intelligence-- encompasses the capability to recognize and compose musical pitches, tones, and rhythms. (Auditory functions are required for a person to develop this intelligence in relation to pitch and tone, but it is not needed for the knowledge of rhythm.) Bodily-Kinesthetic Intelligence-- is the ability to use one's mental abilities to coordinate one's own bodily movements. This intelligence challenges the popular belief that mental and physical activity are unrelated. The Personal Intelligences-- includes interpersonal intelligence -- the
ability to understand and discern the feelings and intentions of others-and intrapersonal intelligence --the ability to understand one's own feelings and motivations. These two intelligences are separate from each other. Gardner defines intelligence as of "the capacity to solve problems or fashion productsthey that are valued in Nevertheless, because their close association in to most cultures, are often one or more cultural setting" (Gardner & Hatch, 1989). Using biological as well as cultural research, he linked together. formulated a list of seven intelligences. This new outlook on intelligence differs greatly from the
traditional view which usually recognizes only two intelligences, verbal and computational. The seven intelligences Gardner defines are:
Kolb believes learning is the process whereby knowledge is created through the transformation of experience
concrete experience (or DO) reflective observation (or OBSERVE) abstract conceptualization (or THINK) active experimentation (or PLAN)
Kolb identified four learning styles which correspond to these stages. The styles highlight conditions under which learners learn better. These styles are:
1. assimilators, who learn better when presented with sound logical theories to consider
2. convergers, who learn better when provided with practical applications of concepts and theories
5) Is it legal for a man in California to marry his widow's sister? 6) What's the answer when you divide 30 by 1/2 and add 10?
7) If there are 3 apples and you take away 2, how many do you have?
8) If a doctor gives you three pills, telling you to take one every half hour, how many minutes will the pills last? 9) A farmer has 17 sheep and all but 9 die. How many are left? 10) How many animals of each sex did Moses take on the ark? 11) A clerk in the butcher shop is 5'10" tall. What does he weigh? 12) How many two cents stamps are there in a dozen?
1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) 16) 17) 18) 19) 20) 21) 22) 23)
26 = L of the A -------- Letters of the Alphabet 7 = D of the W ------- Days of the Week 31 = F at B R ------- Flavors at Baskin Robbins 101 = D ------- Dalmations 52 = C in a D ------- Cards in a Deck 7 = W of the W ------- Wonders of the World 88 = P K ------- Piano Keys 13 = S on the A F ------- Stripes on the American Flag 365 = D in a Y ------- Days in a Year 18 = H on a G C ------- Holes in a Gold Course 90 = D in a R A ------- Degrees in a Right Angle 200 = D for P G in M ------- Dollars for Passing Go in Monopoly 50 = S in the U ------- States in the Union 3 = B M (S H T R) ------- Blind Mice (See How They Run) 4 = Q in a G ------- Quarts in a Gallon 24 = H in a D ------- Hours in a Day 4 = W on a C ------- Wheels on a Car 1 = H on a U ------- Horn on a Unicorn 60 = S in a M ------- Seconds in a Minute 9 = P on a B B T ------- Players on a BaseBall Team 40 = D and N of the G F ------- Days and Nights of the Great Flood 28 = D in F ------ Days in February 64 = S on a C B ------- Squares on a Checker Board
1-4 questions correct = average 5-8 questions correct = somewhat intelligent 9-13 questions correct = intelligent 14-16 questions correct = semi-genius 17-19 questions correct = genius 20+ questions correct = super genius
1) Yes 2) One 3) They all do. 4) 6 5) No. He's dead. 6) 70 7) 2 8) 60 9) 9 10) None. It was Noah! 11) meat 12) 12
12
10-11 7-9
Genius!
Above Normal Normal
4-6
1-3 0
A Bit Slow
Reeally Slow Were you awake?
1. Johnnys mother had three children. The first child was named April. The second
child was named May. What was the third childs name? 2. A clerk at a butcher shop stands five feet ten inches tall and wears size 13 sneakers. What does he weigh? 3. Before Mt. Everest was discovered, what was the highest mountain in the world? 4. How much dirt is there in a hole that measures two feet by three feet by four feet? 5. What word in the English language is always spelled incorrectly? 6. Billie was born on December 28th, yet her birthday always falls in the summer. How is this possible? 7. In British Columbia you cannot take a picture of a man with a wooden leg. Why not? 8. If you were running a race and you passed the person in 2nd place, what place would you be in now? 9. Which is correct to say, The yolk of the egg is white or The yolk of the egg are white? 10. A farmer has five haystacks in one field and four haystacks in another. How many haystacks would he have if he combined them all in one field?
1. Johnny. 2. Meat. 3. Mt. Everest. It just wasnt discovered yet. 4. There is no dirt in a hole. 5. Incorrectly (except when it is spelled incorrectly). 6. Billie lives in the southern hemisphere. 7. You cant take a picture with a wooden leg. You need a camera (or iPad or cell phone) to take a picture. 8. You would be in 2nd place. You passed the person in second place, not first. 9. Neither. Egg yolks are yellow. 10. One. If he combines all his haystacks, they all become one big stack.