Student: Nada Salem Abisamra
Lesson
Plan Using Glaser’s
Learning System
“The
EQ Factor” by Nancy Gibbs
I-Instructional
Objectives:
From
memory,
the student will:
1-
Locate emotions in the brain without mistakes.
2-
Identify Daniel Goleman and list his 2 Goals, his Thesis, and the Practical
Applications he suggests with 80% accuracy.
3-
List the major qualities that mark a high EQ with 80% accuracy.
II-Entering
Behavior:
1-What
is the Limbic
System?
2-Who
is Daniel Goleman? What are
his goals?
3-Which
qualities do you need to have in order to mark a high EQ?
III-Instructional
Procedures:
1-IQ
Vs. EQ
a-I
start with what the student knows, “IQ”. I ask, “Some people have a high
IQ but they haven’t succeeded in life, why?” ThenI
say that IQ counts only for about 20% in determining a person’s success;
the rest depends on:
-Social
Class
-Luck
-The
Neural Pathways that have developed in the brain: Emotions
b-I
show the student a few colored pictures with individuals
expressing
different emotions such as fear, love, anxiety,
anger….
I ask the student to identify the pictures, to state what
kind
of emotions they show, then to say whether he believes
these
emotions play a role in a person’s success.
c- EQ
is not the opposite of IQ, they complement each other.
E.g.
A person’s ability to handle stress affects his ability to
concentrate
and put intelligence to use.
d-“IQ
gets you hired, EQ gets you promoted.”
2-Location
of Emotions in the Brain:
Emotions
grow out of an area of the brain called the
limbic system (specifically the Amygdala)
whence come delight, disgust, fear, anger … and from the
Neocortex
that enables us to plan, learn, and remember.
Lust
grows from the limbic system; Love, from the neocortex.
E.g.
Animals like reptiles that have no neocortex cannot experience maternal
love; that’s why baby snakes hide lest their mother should eat them.
The
more connections there are between the limbic system and the neocortex,
the more emotional responses are possible.
3-History
of Emotional Intelligence or EQ:
a-“Emotional
Intelligence”: Phrase invented/coined in 1990 by
Peter
Salovey (Yale Psychologist) and John Mayer (University
of
New Hampshire).
b-EQ:
Shortening given by Daniel Goleman in his book
“Emotional
Intelligence” (Bantam).
c-GOLEMAN:
·Identity:Ph.D.
in Psychology from Harvard.
New-York
Times Science Writer
Researcher
on how the mind processes feelings.
·Goals:-
Redefine what it means to be smart
-
Look for antidotes to restore “civility to our
streets
and caring to our communal life.”
·Thesis: When
we want to predict a person’s success, the
qualities
of mind (character) matter more than the
brainpower
as measured by IQ and Standardized
Achievement
Tests.
-
Our hearts hold dominion over our heads
-
People skills are useful.
·Practical
Applications:
-
How companies should decide whom to hire
-
How couples can increase the odds that their
marriage
will last.
-
How parents should raise their children
-
How schools should teach students.
·Possible
Dangers:
-
Suggesting that we can assign a numerical measure to a person’s character
as well as his intellect.
-
Emotional skills, like intellectual ones, are morally neutral. No one knows
the “right” emotions to be taught to children or adults.
E.g.
Is it good emotional intelligence not to challenge authority?(Can
we teach this?)
-
Just as a genius could use his intellect either to cure cancer or engineer
a deadly virus, someone with great empathic insight could use it to inspire
colleagues or exploit them.
Without
a moral compass to guide people in how to employ their gifts, emotional
intelligence can be used for good or evil.
4-The
Major Qualities that mark a high EQ:
(Before
I explain this last part, I go back to the pictures and ask the student
to tell me which are the picture showing emotions that should be controlled
and which are the ones showing emotions that are “good” and might lead
to a person’s success. Then I try to make him/her deduce some of the major
qualities him/herself.)
a-Self-awareness:
Understanding
our own feelings. “Recognizing a feeling as it happens (Metamood)
is the keystone of emotional intelligence.
è
It is a difficult skill since emotions often appear in disguise.
Self-awareness
allows us to exercise self-control.
“Anyone
can be angry, but to be angry with the right person, to the right degree,
at the right time, for the right purpose, and in the right way—this is
not easy.” (Aristotle)
b-Mood
Management:
Strategies
for handling/escaping foul moods such as:
(Here
I go back to the pictures again and ask the student what he/she would do
to escape one of the foul moods)
Anger
(which usually arises out of a sense of being trespassed against), Anxiety
(whose danger comes when worrying blocks thinking), Rage, Jealousy, Guilt,
Fear, Hurt, Frustration, Grief, Sadness, Discouragement….
Given
sufficient self-awareness, people develop coping mechanisms.
Solution:
Relaxation. The idea is to shift to a state of arousal that breaks the
destructive cycle of the dominant mood.
c-Self-motivation:
To
motivate ourselves for any achievement requires clear goals and an optimistic
can-do attitude. We should have enthusiasm, zeal, and confidence.
To
measure a person’s level of optimism èSeligman’s
Test.
d-Impulse
Control:
Being
able to regulate emotions in a way that enhances living, to delay impulse
in the service of a goal è
emotional self-regulation.
E.g.
The Marshmallow Experiment done in 1960s by Psychologist Walter Mischel
at a preschool on the Stanford University Campus.
He
invited 4-year-old children into a room and told them, “You can have this
marshmallow right now, but if you wait while I run an errand, you will
have two when I come back.
Those
who wait are likely to be better adjusted, more popular, adventurous, confident,
and dependable teen-agers.
Those
who don’t wait are likely to be lonely, easily frustrated, stubborn, they
are likely to buckle under stress and to shy away from challenges when
they grow up.
è
The ability to delay gratification is a master skill, a triumph of the
reasoning brain over the impulsive one; it is a sign of emotional intelligence.
e-People
Skills:
Empathy,
Communication, Warmth, Graciousness, Ability to read a social situation
(to know how others feel) => Good inter-personal skills.
In
order to measure a person’s ability to read emotional cues èPONS
(Profile Of Nonverbal Sensitivity) Test.
People
with higher PONS
score tend to be more successful in their work and relationships.
5-Conclusion:
If
we were more alert to the importance of Emotional Intelligence and more
adept at teaching it, we would be happier, more successful as individuals,
and civil as a society.
IV-Performance
Assessment:
1-Where
are fear, anxiety, and love located?
2-What
is Daniel Goleman’s thesis and what are the practical applications he suggests?
3-Which
are the major qualities that mark a high EQ?
ONE
WAY TO TEST YOUR EQ
Unlike
IQ, which is gauged by the famous Stanford-Binet tests, EQ does not lend
itself to any single numerical measure. Nor should it, say experts. Emotional
intelligence is by definition a complex, multifaceted quality representing
such intangibles as self-awareness, empathy, persistence and social deftness.
Some aspects of emotional intelligence, however, can be quantified. Optimism,
for example, is a handy measure of a person's self-worth. According to
Martin Seligman, a University of Pennsylvania psychologist, how people
respond to setbacks-- optimistically or pessimistically--is a fairly accurate
indicator of how well they will succeed in school, in sports and in certain
kinds of work.
Choose
the response (A or B) that most closely resembles your own.
You
forget your spouse's (boyfriend's/girlfriend's) birthday.
A.
I'm not good at remembering birthdays.
B.
I was preoccupied with other things.
You
owe the library $10 for an overdue book.
A.
When I am really involved in what I am reading, I often forget when it's
due.
B.
I was so involved in writing the report, I forgot to return the book.
You
lose your temper with a friend.
A.
He or she is always nagging me.
B.
He or she was in a hostile mood.
You
are penalized for returning your income-tax forms late.
A.
I always put off doing my taxes.
B.
I was lazy about getting my taxes done this year.
You've
been feeling run-down.
A.
I never get a chance to relax.
B.
I was exceptionally busy this week.
A
friend says something that hurts your feelings.
A.
She always blurts things out without thinking of others.
B.
My friend was in a bad mood and took it out on me.
You
fall down a great deal while skiing.
A.
Skiing is difficult.
B.
The trails were icy.
You
gain weight over the holidays, and you can't lose it.
A.
Diets don't work in the long run.
B.
The diet I tried didn't work.
Relevant Link:
The
EQ Factor- New brain research suggests that emotions, not IQ, may be the
true measure of human intelligence-
By Nancy Gibbs- October 2, 1995- Time Reports: Understanding Psychology
Back to "Nada's ESL Island"
Back to Emotional Intelligence
(EQ) in Curriculum Theory
The Relationship
between Emotional Intelligence and Academic Achievement in Eleventh Graders