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Triarchic Theory of Intelligence
Only measure school aptitude
Creative Ability
Analytical Ability
Practical
Ability
Gardner built on Sternberg's theory by describing 8 separate types of intelligence.
Adapting to ones environment
Selecting a different environment
Shaping ones environment
Solving novel and unfamiliar problems
Using prior knowledge and cognitive skills to solve problems and learn new information
1. Logical Mathematical
2. Linguistic
3. Musical
4. Spatial
5. Bodily-kinesthetic
6. Interpersonal
7. Intrapersonal
8. Naturalist
Each intelligence is independent of one another so individuals exhibit different levels of each skill.
Part of what makes an individual intelligent is the ability to achieve personal goals . One way to accomplish personal goals is to understand and adapt to the values that govern behavior in a particular setting.
Sternberg's Triarchic Theory
Gardner's MI Theory
A) Dinguishing between children who could profit from normal classroom instruction and those who required special education.
B) Determine job success and life fulfillmemt
C) Divide students into different classes based on aptitude in specific areas of classroom study
D) Determine what College major would fit a students strengths best
Sternberg and Gardner believe technology helps development of intelligence
Preferences for dealing with intellectual tasks in a particular way
A) Creative Ability
B) Practical Ability
C) Emotional Ability
D) Analytic Ability
• Use work arrangements and reward systems that encourage students to value true understanding of a subject or task.
• Value group success (cooperative learning) as well as individual accomplishment.
• Emphasize hands-on science, math and technology activities.
• Incorporate math, science and technology concepts into other subjects like art.
• Bring up practical, everyday applications of math and science to emphasize its meaningfulness and relevance.
• Highlight accomplishments and characteristics of women and women’s groups.
• Create a reading list that appeals to boys, not just girls.
A) Legislative
B) Judicial
C) Executive
B) Field-Independent
A) The teacher to define the specific outcome and goals of a task
B) Like to work in a group setting
C) to take notes that reflect own ideas on structure and sequence when reading
D) None of the above
A) Try to use all eight intelligences so all students are included
B)Use the intelligence that most students learn best with
C) Incorporate 2 or 3 intelligences
D) Use the intelligence most students do not learn best with so they gain grit
Functions
a) The disparities are huge
b) The disparities often increase over time
c) The disparities often disappear or decrease over time
d) Both a and c
• Course selection: Girls are more drawn to certain classes (algebra, trigonometry, biology, chemistry) and are overrepresented in them, and the same goes for boys (calculus, physics, engineering).
• Career choice: Relatively few girls go into math and science careers.
• Class participation: Many children adopt the gender role that society portrays as more appropriate. Girls get reinforced for being polite, and obedient. Boys are reinforced for being assertive, independent, and achievement oriented.
a) Females are generally poor test takers
b) Females have more self-discipline than males
c) Males care less about grades
d) Males have better time management
Forms
Levels
a) Teachers are more willing to allow boys to call out without raising their hands
b) Males get more extensive feedback from teachers
c) Males get punished more than females for the same infraction
d) All of the above
Scopes
a) language skills
b) small motor skills
c) investigatory activities
d) None of the above
Leanings
a) Hormonal differences
b) Differences in brain structure
c) Differences in cognitive processing
d) Socialization differences
• On average, teachers are more willing to listen and accept the spontaneous answers of male students. Female students get reminded to raise their hand and be called on.
• Boys on average get more extensive feedback than girls, but are punished more severely for the same infraction.
• As teachers we must aim to not operate from traditional gender-role stereotypes. Don’t expect boys to be impulsive and unruly and girls to be orderly and obedient.