ed 260-educational psychology
DESCRIPTION
ED 260-Educational Psychology. Ashley Swanson. This Week’s Topics. Module 22-Intelligence Module 23-Giftedness and Creativity. Module 22- Intelligence. What is intelligence?. Classical vs. Contemporary Views. Classical Two factor theory of intelligence General mental ability - PowerPoint PPT PresentationTRANSCRIPT
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