20 Sep What are the different types of intelligence proposed by Gardner? Which types of intelligence do think you possess and why? 2. Explain Sternberg’s Triachic Theory of Intelligence. How
Based on CHAPTER 4 please reflect and answer the following question. (Be sure to exhibit careful thought and logical reasoning in your reflection response.)
- What are the different types of intelligence proposed by Gardner? Which types of intelligence do think you possess and why?
2. Explain Sternberg's Triachic Theory of Intelligence. How is his theory different from Gardner's?
3. What do you believe is the role of IQ in determining an individual's intelligence? Do you believe this limits students?
Grading:
Each answer shall be no less than 50 words.
CHAPTER 4
Individual Variations
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Learning Goals
Discuss what intelligence is, how it is measured, theories of multiple intelligences, the neuroscience of intelligence, and some controversies and issues about its use by educators
Describe learning and thinking styles
Characterize the nature of personality and temperament
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Individual Variations
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Connecting with Teachers
Shiffy Landa, a first-grade teacher in St. Louis, Missouri, uses Howard Gardner’s multiple-intelligences approach in her classroom
It is the best way to reach children because they have many different kinds of abilities
She doesn’t stand in front of the room and lecture her students
She acts as a facilitator
Her students work in cooperative learning groups to develop their interpersonal intelligences
She educates her students’ parents with parent education classes
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Intelligence
Intelligence: Problem-solving skills and the ability to adapt to and learn from life’s everyday experiences
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Binet Intelligence Tests
Mental Age (MA)
An individual’s level of mental development relative to others
Intelligence Quotient (IQ)
Person’s mental age divided by chronological age (CA), multiplied by 100
Normal Distribution
A symmetrical distribution
Majority of scores fall in the middle of the possible range of scores
Few scores appear in the extremes
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ED: we need to insert a space between “mental” and “age” in the equation, but you can’t click inside it
Intelligence Quotient (IQ) – A person’s mental age divided by their chronological age (CA), multiplied by 100. (MA/CA 100)
Figure 4.1 – The Normal Curve and Stanford-Binet IQ Scores
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The normal distribution is symmetrical, with a majority of the scores falling in the middle of the possible range of scores and a few appearing toward the extremes of the range.
The Wechsler Scales
| WPPSI-IV | Wechsler Preschool and Primary Scale of Intelligence (2 years 6 months to 7 years 3 months) |
| WISC-V | Wechsler Intelligence Scale for Children(ages 6 to 16) |
| WAIS-IV | Wechsler Adult Intelligence Scale |
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Group Intelligence Tests
Advantage
More convenient and economical
Disadvantages
Examiner cannot:
Establish rapport
Determine student’s level of anxiety
Student:
Might not understand instructions
Might be distracted by other students
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Sternberg’s Triarchic Theory of Intelligence
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Students with different triarchic patterns look different in school.
Sternberg said few tasks are purely analytic, creative, or practical. Most tasks require some combination of these skills.
Wisdom is linked to both practical and academic intelligence.
Sternberg’s Triarchic Theory Into Practice, 1
Cindy always does very well on both standardized and classroom tests and gets good grades in school. However, she does not write original stories well nor would anyone say that she has much common sense.
Q: In what form of intelligence is Cindy high? Explain.
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A: Analytic intelligence
Cindy has the ability to do the things most likely measured by tests—analyze, judge, evaluate, compare, and contrast.
Sternberg’s Triarchic Theory Into Practice, 2
Trent does not do well on standardized tests. His grades are not very high. However, Trent is very imaginative and a wonderful storyteller. Trent’s classmates beg him to read his stories to the class. Trent hopes to be a novelist one day. However, he often turns in work that does not conform to teacher expectations or directions.
Q: In what form of intelligence is Trent high? Explain.
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A: Creative intelligence
Trent is imaginative and creative. He often does not conform.
Sternberg’s Triarchic Theory Into Practice, 3
Ken doesn’t do very well in school. However, he is very popular with his peers and has excellent leadership skills.
Q: In what form of intelligence is Ken high? Explain.
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A: Practical intelligence
Ken functions very well in day-to-day life, but struggles with the demands of school.
Gardner’s Eight Frames of Mind
Verbal
Mathematical
Spatial
Bodily-kinesthetic
Musical
Intrapersonal
Interpersonal
Naturalist
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Gardner argues there are many specific types of intelligence, or frames of mind.
Verbal – Ability to think in words and use language to express meaning
Mathematical – Ability to carry out mathematical operations
Spatial – Ability to think three-dimensionally
Bodily-kinesthetic – Ability to manipulate objects and be physically adept
Musical – Sensitivity to pitch, melody, rhythm, and tone
Intrapersonal – Ability to understand oneself and effectively direct one’s life
Interpersonal – Ability to understand and effectively interact with others
Naturalist – Ability to observe patterns in nature and understand natural and human-made systems
Gardner’s Eight Frames of Mind Theory into Practice, 1
Carrie loves to read and write stories.
Q: Which of Gardner's eight frames of mind is she displaying when she engages in these activities? Explain.
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A: Verbal skills
Gardner’s Eight Frames of Mind Theory into Practice, 2
Jane is an excellent athlete, excelling at soccer, basketball, and baseball.
Q: Which of Gardner's eight frames of mind is Jane displaying when she engages in these activities? Explain.
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A: Bodily-kinesthetic skills
Gardner’s Eight Frames of Mind Theory into Practice, 3
Steve loves to play the piano, trumpet, and drums and is quite good at all of them.
Q: Which of Gardner's eight frames of mind is Steve displaying when he engages in these activities? Explain.
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A: Musical skills and bodily-kinesthetic skills
Gardner’s Eight Frames of Mind Theory into Practice, 4
Tanesha is a good friend. People often open up to her and tell her things they would not share with other people. She never betrays their trust.
Q: Which of Gardner's eight frames of mind is Tanesha displaying when she engages in these activities? Explain.
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A: Interpersonal skills
Emotional Intelligence
According to Salovey and Mayer (1990), emotional intelligence is the ability to:
Perceive and express emotion accurately and adaptively
Understand emotion and emotional knowledge
Use feelings to facilitate thought
Manage emotions in oneself and others
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Enter the Debate
Should schools use intelligence tests for placement purposes?
YES
More convenient and economical
NO
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During a slideshow, text may be written on the slides in the yes/no boxes, and then saved for later reference.
The Neuroscience of Intelligence
Interest in the neuroscience of intelligence has increased
Questions include:
Is having a bigger brain linked to higher intelligence?
Is intelligence located in certain brain regions?
Is the speed at which the brain processes information linked to intelligence?
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Between-Class Ability Grouping or Tracking
Advantages
Narrows the range of skill in a group of students
Prevents less-able students from "holding back" more talented students
Disadvantages
Stigmatizes students who are consigned to low-track classes
May have less-experienced teachers, fewer resources, and lower expectations
Segregates students by socioeconomic status and ethnicity
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Nongraded (cross-age) programs – Variation of between-class ability grouping
Students are grouped by their ability in particular subjects, regardless of their age or grade level
Within-Class Ability Grouping
Involves placing students in two or three groups within a class according to their ability or achievement
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Within-class grouping is more common in elementary than in secondary school.
Learning and Thinking Styles
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Intelligence refers to ability.
Learning and thinking styles are preferred ways to use one’s abilities.
None of us has a single learning and thinking style; we have a profile of many styles.
Reflective versus Impulsive Thinking Styles
Reflective students surpass impulsive
students at:
Remembering structured information
Reading comprehension
Problem solving and decision making
Goal setting
Setting high standards for performance
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Impulsive/reflective styles are also referred to as conceptual tempo.
This dichotomy involves a student’s tendency to act quickly and impulsively or to take more time to respond and reflect on the accuracy of an answer.
Deep versus Surface Learning Styles
Deep Learners
Actively construct knowledge
Give meaning to material
Are self-motivated
Surface Learners
Are passive learners
Fail to tie information to a larger framework
Focus on external rewards
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Deep/surface styles involve how students approach learning materials.
Personality and Temperament
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Personality versus Temperament
Personality: The distinctive thoughts, emotions, and behaviors that characterize the way an individual adapts to the world
Temperament: A person’s behavioral style and characteristic way of responding
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Personality: The distinctive thoughts, emotions, and behaviors that characterize the way an individual adapts to the world
Temperament: A person’s behavioral style and characteristic way of responding
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The “Big Five” Personality Factors
Openness
Imaginative or practical
Interested in variety or routine
Independent or conforming
Conscientiousness
Organized or disorganized
Careful or careless
Disciplined or impulsive
Extraversion
Sociable or retiring
Fun-loving or somber
Affectionate or reserved
Agreeableness
Softhearted or ruthless
Trusting or suspicious
Helpful or uncooperative
Neuroticism (emotional stability)
Calm or anxious
Secure or insecure
Self-satisfied or self-pitying
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OCEAN – The “Big Five” Personality Factors
Openness
Conscientiousness
Extraversion
Agreeableness
Neuroticism
Person-Situation Interaction Theory
The best way to characterize an individual’s personality is not only in terms of personal traits or characteristics, but also in terms of the situation involved
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Students choose to be in some situations and avoid others.
Children’s Temperament
Easy child
Positive mood
Establishes regular routines in infancy
Adapts easily to new experiences
Difficult child
Reacts negatively and cries frequently
Irregular daily routines
Slow to accept change
Slow-to-warm-up child
Low activity level
Somewhat negative
Low intensity of mood
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Classification system proposed by Alexander Chess and Stella Thomas (Chess & Thomas, 1977; Thomas & Chess, 1991)
In a longitudinal study, Chess and Thomas found 40% of children could be classified as easy, 10% as difficult, and 15% as slow to warm up. Thirty-five percent did not fit any of the three patterns.
Rothbart and Bates’ Temperament Dimensions
Extraversion/surgency
Includes approach, pleasure, activity, smiling, and laughter
Negative affectivity
Includes fear, frustration, sadness, and discomfort
Effortful control (self-regulation)
Study revealed effortful control was a strong predictor of academic success skills in kindergarten children from low-income families
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Mary Rothbart and John Bates – Three broad dimensions represent what researchers have found to characterize the structure of temperament.
Goodness of fit – Match between an individual’s temperament and the environmental demands of the person
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Classroom Connections: Crack the Case: Workshops, 1
What are the issues in this case?
To what extent should teachers adapt their instruction to the strengths, learning styles, and personalities of their students? Why?
What will you do in your classroom to accommodate individual differences such as students’ strengths, learning styles, and personalities?
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This case is on page 145 of the text.
Classroom Connections: Crack the Case—Workshops, 2
What other individual differences do you think you might have to accommodate? How will you do this?
On which theory is Ms. Jacobson basing her comments regarding Joe and Martha?
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This case is on page 145 of the text.
Appendix of Image for Long Descriptions
Individual Variations Long Description
The figure illustrates five points under the topic intelligence. There is a rectangular box labeled intelligence. It is divided into five rectangular boxes. Starting from the left in an anti-clockwise direction, the boxes are labeled what is intelligence, intelligence tests, theories of multiple intelligences, the neuroscience of intelligence, and controversies and issues in intelligence.
Figure 4.1 – The Normal Curve and Stanford-Binet IQ Scores Long Description
This is a graph that illustrates the normal curve and Stanford-Binet IQ Scores. The graph shows that most of the population falls in the middle range of scores. Extremely high and extremely low scores are rare. More than two-thirds of the scores fall between 84 and 116. Only about 1 in 50 individuals has an IQ of more than 132, and only about 1 in 50 individuals has an IQ of less than 68.
Sternberg’s Triarchic Theory of Intelligence Long Description
This figure illustrates Sternberg’s triarchic theory of intelligence. There is a triangle on which three rectangular boxes are placed. The box at the top is labeled analytical, the box at the bottom left is labeled practical, and the box at the bottom right is labeled creative.
Learning and Thinking Styles Long Description
This figure illustrates learning and thinking styles. There is a large rectangular box labeled learning and th
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