ed 260-educational psychology ashley swanson. this week’s topics module 22-intelligence module...

ED 260-Educational Psychology

Ashley Swanson

This Week’s TopicsModule 22-Intelligence

Module 23-Giftedness and Creativity

Module 22- Intelligence

What is intelligence?

Classical vs. Contemporary ViewsClassical

Two factor theory of intelligenceGeneral mental abilitySpecific skills

ContemporaryGardner’s Theory of Multiple Intelligences

(Howard Gardner)Sternberg’s Theory of Successful

Intelligence (Robert Sternberg)

Theory of Multiple Intelligences

We have 8 intelligences

Each intelligence is independent of one another, but they work together for different activities

LinguisticLogical-Mathematical

SpatialBodily-Kinesthetic

Musical Interpersonal Intrapersonal Naturalistic

Image source: http://www.connectionsacademy.com/blog/posts/2013-01-18/Understanding-Your-Student-s-Learning-Style-The-Theory-of-Multiple-Intelligences.aspx

Enota Multiple Intelligences School in Gainesville, Georgia

Video: http://www.edutopia.org/multiple-intelligences-immersion-enota-video

Multiple Intelligences Theory Quiz: http://www.edutopia.org/multiple-intelligences-learning-styles-quiz

Theory of Successful Intelligences

Defines success as:the ability to succeed in lifefinding ways to effectively

balance analytical, creative, and practical abilities

Theory of Successful Intelligences

Individuals who are successfully intelligence find ways to balance the strengths and weaknesses in their:Analytical abilitiesCreative abilitiesPractical abilities

IQ Tests Individually Administered Tests

Determine eligibility for gifted programsIdentify intellectual and learning

disabilities

Group Administered TestsMake decisions about instructionPlace students in groups based on ability

IQ TestsChallenges in interpreting IQ:

Different tests use different subtestsIQ score indicate performance at

the time of the testPerformance on IQ tests can change

over time with increased educationValidity

Factors Effecting IQEnvironment

Socioeconomic status

Ethnicity

Gender

EnvironmentEnvironmental Factors:

Responsiveness of parents (emotional and verbal)

Parent involvementsAvailability of resources

Supporting StudiesHart and Risley, 2003Abecedarian ProjectFlynn Effect

Socioeconomic StatusWhen SES is defined as parent income,

occupation, and educational level, children from higher-SES families tend to have higher IQs than students from lower-SES families

Home environment and SES go hand-in-hand

When children come from a home environment where parents value education, home environment is a stronger predictor of IQ than SES

Race & EthnicityIQ differences between racial and

ethnic groups are more the result of environmental and SES influences, than race or ethnicity

Differences may be a result of stereotype threat

GenderNo major differences are found in

overall performances on IQ tests based on gender

“Males are better at math”-research shows that the gender differences in math are small to nonexistent

Incorporating MI Theory into your Classroom

Multiple intelligences can be applied on a school-wide basis or within individual classrooms

When implementing in individual classrooms teachers should introduce content in more than one way

Table 22.3 (page 412)

Incorporating Successful Intelligence Theory into your ClassroomUsing instructional

approaches that focus on analytical, creative, and practical learning

Table 22.4 (page 414)

Incorporating Successful Intelligence Theory into your ClassroomDeveloping successful intelligence:

Balanced instructionBe aware of individual differencesGive students opportunities to shape their

environment by providing different activity choices

Zone of Proximal DevelopmentAutomaticity of information-processing skills

(math and reading)

Module 23- Giftedness and Creativity

Giftedness:

A unique trait characterized by high achievement in one or a variety of domains

Giftedness Giftedness is a combination of

three general characteristics (Renzulli):Above average abilityHigh level of commitment or

passion for a specific taskHigh level of creativity

Image borrowed from: http://www.thestrengthsfoundation.org/the-strengths-companion-g-is-for-giftedness/slide2-325

Characteristics of Gifted StudentsHave above average ability in a

specific subject or overallRequire less direct instructionHigh level of intrinsic motivationProcess information more efficientlyUse strategies and monitor learning

more efficiently

Identifying Gifted Students IQ tests are the main tool for

identifying giftedness

Students whose IQ scores are in the top 1%-2% are usually identified as gifted

Downfall to using IQ scores as the determining factor is bias

Identifying Gifted StudentsCurrent research supports the federal

guidelines’ multifaceted approach to identifying giftedness:Perform in the top 15%-20% in a certain

subjectDisplay creativity, task commitment,

special talents, strong motivationSelection committee

Teaching Gifted Students Accelerated instruction

Skipping gradesProviding above grade level

instructionCross-grade grouping

Enrichment

Curriculum Compacting

Creativity:

Various traits or skills that help an individual think differently and generate new ideas or products.

CreativityCreativity is a gradual process that

requires four stages:PreparationIncubationIlluminationVerification

Characteristics of Creative Students “Outside the box thinkers”

Prefer challenge and are not afraid to take risks

Domain relevant knowledge

Intrinsic motivation

Identifying Creative Students Creativity checklists (Ex. 23.3 pg 426)

Evaluating work samples

Torrance Tests of Creative ThinkingAsking questionsProduct improvementUnusual usesCircles

Fostering Creativity in the ClassroomTeacher attitude

Encourage creative expression

Teaching strategiesHelp students distinguish between activities which

require convergent thinking and activities where divergent thinking is acceptable

Allow students to explore their interests

Classroom activities and assignments Offering assignments that allow students to be

creative

Main Sources:Bohlin, L., Durwin, C. C., & Reese-Weber, M. (2009). EdPsych:

Modules. New York: McGraw-Hill