- Teachers use knowledge-based intelligence techniques of encouraging students to explore their own knowledge in order to build intelligence. In a regular classroom, information might be given to students, and students are asked to repeat that exact information back on a test. In knowledge-based intelligence, information is explored instead of just given to students. Students are encouraged to ask more details about a particular subject, and to really get into the middle of the information that has been presented. They are encouraged to look back at things they already know, and restructure their own information to build up even more. For instance, they might look at the parts of a cell and explore that they already know the names and functions. Students are then encouraged to look at other parts of the body with similar names or functions, and see how they are related. Students recognize that there is information that they already know, but that they are not aware of yet.
- In knowledge-based intelligence, student also are encouraged to build on the knowledge that they already have and come up with new ideas. Students who know the names of the cells and their functions, and who have just learned that different names in the body represent the same functions might make an expansion toward learning how the cells can be used outside of the body, for research or re-growth. Students who have a good grasp on the history of the ancient Incans will then use this knowledge to learn more about other ancient peoples who used the same method of building or gathering food as the Incans.
- Teachers using knowledge-based intelligence will help students gain more knowledge to add to their own catalogue of facts. Students are bombarded with opportunities to learn about subjects that interest them. Teachers make websites, books, magazines, videos and interviews available to students who the have the power to take these sources and expand their own knowledge and horizons with them. Teachers using knowledge-based intelligence recognize that students learn more when they are interested in a particular subject, and also recognize that learning can take place within a theme or particular idea.
